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Instructions for writing the Professional Development Plan (PDP)
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The PDP should address three questions:
o Where have you been in your life personally and professionally that has brought
you to this point?
o Where are you now in your personal and professional life that makes getting an
advanced degree important?
o Where do you want to go professionally and how will you be tailoring your
Walden experience to meet those objectives
A good PDP contains all three components. The good PDP is also explicit in its detail
about what you plan to do at Walden to meet your personal and professional goals.
Use the writing skills you learn in this course to make a sharp PDP that is something you
can be proud of and is something that you can refer to when you want to check your
progress or re-evaluate your goals.
If you have any questions about the PDP, ask the instructor rather than the Academic
Advisor. The PDP is not typically within the area of expertise for the advisor.
An example of a PDP is attached in the following page.
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PROFESSIONAL DEVELOPMENT PLAN
PH.D. PROFESSIONAL PSYCHOLOGY
ACADEMIC CLINICAL PSYCHOLOGY TRACK
WALDEN UNIVERSITY
JUNE 2002
PART 1: Description of Personal and Professional Goals
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My journey on the road to Walden has been difficult and at times very dark. I will
never look back on that journey with regret because the challenges that I faced provided
me with countless opportunities for learning and personal growth. Many of those
opportunities were painful I admit but without them I truly believe that I would not be
standing at Walden today. The earliest, and definitely the most significant, experience for
me was witnessing the traumatic loss of my one-year old brother in a freak accident when
I was four years old. It was the Christmas season and what should have been a close
family celebration turned into a nightmare in a matter of minutes. I became the
“forgotten” child as my parents became consumed with their own grief and guilt.
Eventually they became angry and the anger was displaced onto me. As a result I went
through years of violent physical and emotional abuse. I have never been bitter or
unforgiving and I would never label myself as a “victim” because surviving in that
environment gave me the strength to become the person that I am today. It also helped
me to develop a deep sense of empathy for people and a determination to use my past
experience in a positive way to somehow help others. The seed was planted for my
entrance into the helping professions.
During my undergraduate years I struggled with bouts of major depression. Many
times I contemplated giving up and accepting that I was permanently and irreversibly
scarred. It was during my undergraduate work in psychology that I crossed paths with the
psychology professor who would become my mentor and my source of inspiration. He
encouraged me and offered me the support that I needed to be able to regain my footing. I
was able to see the gifts that I would be discarding by giving up on the fight to regain
control of my life. It was during that period of time that I came to the realization that I
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could use the painful events that I had experienced as a child in a positive way to help
others. My mission in life was to become a source of strength and encouragement for
those individuals who lacked a support system and to restore to them a sense of hope in
the process.
My personal goals at the present time are to become less critical and demanding
of myself, to take time out of my chaotic schedule to just be able to enjoy the simple
pleasures in life, to spend more quality time with my four children, to set up a more
reasonable work schedule, and to enjoy the process of learning that I will be experiencing
while getting my degree from Walden. Working on the Ph.D. from Walden is going to
play a significant role in the attainment of those goals. It is already forcing me to
reevaluate the unrealistic demands that are placed on me by my place of employment
because of my inability to say “no” even when no is the right thing to say. I enjoy
learning and truly feel energized whenever I am engaged in the learning process. I never
accept answers that I am given. I am always looking for more information and in the
process find that I end up with more questions than answers. I tend to analyze everything
and break it down into smaller components. I always want to know the answer to the
question “Why?” Working on my Ph.D. is going to necessitate changes in my life that
will initially bring discomfort and resistance from those individuals around me.
Upon completion of my Ph.D., my goal is to seek out a higher position in a
university setting so that I can continue to serve as a mentor and a role model to students
and to share with them the knowledge that I have accumulated over the years. I have a
couple areas of interest in which to focus my research. I am interested in studying the
factors that play into labeling young adults high risk of not completing a 2 year college
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and designing and implementing programs that will increase their chances of success. My
interest is in doing this as a project with the school in which I am currently employed.
The goal is to increase retention and to graduate a greater percentage of students in the
future. Some of the factors I am interested in examining are the number of schools that
the students have voluntarily withdrawn from and the number of schools that they were
dismissed from for attendance or academic reasons, level of self-esteem and self-efficacy,
substance use, presence of a support system, and whether they have an internal or
external locus of control. I am also a strong advocate for reducing prejudice and
discrimination and already expend effort into changing homophobic attitudes. Because of
my interest in increasing retention of high-risk students I may include a component in
there with regards to homophobia. It is a graphic arts, photography, and medical school
so the student population is full of diversity. There are individuals of different races and
nationalities, different sexual orientations, and wide differences in physical presentation.
Students range anywhere from conservative dress to brightly colored hair, tattoos, and
body piercing. What I have witnessed since I have been with OIP&T is the intolerance
and disrespect of students for others that are perceived as different from the
“mainstream”. Homophobia is still prevalent and my goal is to identify the factors that
reinforce homophobic attitudes where I teach and create methods and programs to help
change the prejudicial attitudes that exist. The intolerant attitudes of others add yet
another risk factor that decreases the chances of students that are gay or lesbian
successfully achieving their degree. I also have a passion for writing and am beginning
the process of writing a social psychology text book that is “user-friendly”.
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I stopped using a text in my social psychology course because I found several of
them to be more technical than necessary and rather flat in their presentation of the
material. Students consistently evaluated the material as “too difficult” to understand and
“too dry”. I plan on including fun exercises, more common terms, and several examples
that are applicable to real life settings. I then plan on using it as a testing ground to see if
students still learn the same material that they were learning when it was taught out of the
more difficult text. My goal is to get it published. I plan on focusing on scholarly writing
both while in Walden and following completion of my program. I have an interest in
writing mystery novels for entertainment purposes and have a desire to be published in
that area, as well. Walden’s mission statement focuses on creating scholar-practitioners
who will become leaders in effecting social change. Because of my commitment to
helping people recognize their own value and potential contributions to society, as well as
my strong desire to combat different aspects of prejudice and discrimination, Walden’s
mission will be carried out by me. I will make a difference in our society in as many
ways as I can and Walden will be an important resource for me in my quest for positive
change.
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PART 2: Description of Educational Background and Research
Proficiencies
I have a bachelor’s degree in psychology from Wright State University which
gave me a solid foundation on which to begin building my career. I took theory courses
in physiological psychology, abnormal psychology, and psychology of personality,
developmental psychology, cognitive psychology, social psychology, psychology of
learning, and the history of psychology. Each of the theory courses, with the exception of
the history of psychology, had corresponding lab classes that were required in order for
us to apply what we had been taught. I also completed advanced work in developmental
psychology, physiological psychology, abnormal psychology, and psychology of
personality. I had courses in research design and methods, statistics, advanced design and
quantitative analysis, and advanced experimental design. These courses allowed for my
participation in several small-scale research projects.
I immediately desired to pursue training at the doctoral level following
completion of my undergraduate program but it was not possible due to financial
constraints and the birth of my daughter with a heart condition and cleft palate. In order
to maintain continuity in my education and to take a step closer in achieving my goal of
working in a professional capacity in the helping profession, I entered into Wright State’s
graduate program. I received my master’s degree in Counselor Education/Mental Health
Counseling in 1992. During my graduate studies, I received a diverse background which
included multicultural counseling, group and individual counseling, crisis intervention
counseling, family and marriage counseling, psychopathology, legal and ethical issues in
counseling, developmental counseling, counseling theory and practice, counseling
techniques, career counseling, and substance abuse counseling. Research courses at the
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graduate level included behavioral assessment and educational statistics and research. I
completed a practicum for Greene County Mental Health Services providing counseling
for a population consisting of a variety of individuals with a wide range of mental health
issues.
Following completion of the practicum experience, I moved into an internship at
the Center for Youth and Child Development under the supervision of a clinical
psychologist. My job responsibilities included individual and group counseling with
children, adolescents, and adults; testing and assessment; court evaluations; and report
writing. I was able to diagnose and treat mental and emotional disorders under the
supervision of Dr. Kline. Much of my work at the center was specializing in the
assessment and treatment of children and adolescents who had been sexually abused.
Although I found the experience to be rather draining on a daily basis, I acquired a sense
of satisfaction knowing that I was having an impact and making a difference in a child’s
life. The ability to intervene in that manner made it well worth the energy and the effort
and I would readily do it again. Upon completion of my degree and my internship I was
asked to remain at the youth center and so without hesitation I agreed to stay and was
there for an additional three years. I received my license as a professional counselor for
the state of Ohio and supervised bachelor’s level therapists during that time.
After three years with the Center for Youth and Child Development, I was
approached by a prominent medical doctor in the community. He had been given my
name by several colleagues and was interested in utilizing my services to upgrade the
services at his pain clinic to include a psychological component. I agreed to take on the
task and together with a licensed clinical psychologist we designed and implemented a
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psychology program to parallel his chronic pain treatment. I knew very little about the
etiology or treatment of chronic pain but I enjoy the challenge of learning new things and
becoming proficient in the knowledge base that surrounds any new learning. I continued
to work in a private practice with children and adolescents concurrent with my
employment at the pain center. My clientele at the pain center included individuals who
had been injured on the job or in automobile accidents, as well as individuals who were
suffering from the pain that accompanies conditions such as cancer and AIDS. The
psychological treatment focused on such issues as loss, depression, anxiety, and the
teaching of relaxation techniques to help patients better manage their pain. While I was at
the pain clinic, the overall goal of therapy was to help patients get to the frame of mind of
believing that they could control their pain rather than believing that their pain has to
control them.
Faced with yet another challenge, my life took an interesting turn. I found myself
experiencing a difficult pregnancy three years ago that required bed rest and my
discontinuation of employment. For the first time since the age of 15 I found myself in
uncharted territory. I was unemployed. My status was to remain unemployed as the
conditions surrounding the pregnancy became more difficult. My son was born by
c-section and was immediately placed in intensive care with heart and respiratory
problems. Within 24 hours he was diagnosed with pneumonia and was in respiratory
distress. The situation remained high risk following his release from the hospital due to
continued respiratory issues. Because of his compromised immune system, my return to
the work setting was strongly discouraged. The specialists felt that placing my baby in
daycare was not advisable due to the risk of increased exposure to germs. We were in a
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financial bind so I eventually went to work as a substitute teacher in the Huber Heights
school district for grades K through 12. The money was stable and the schedule was
flexible enough that I could have a select few responsible for monitoring my son’s health.
It was meant to be a temporary fix because I had no formal teaching experience. I had
never even thought about being a teacher. Once I got into the classroom I realized that
not only did I enjoy it, but I seemed to have a natural ability for teaching. In that position,
I found my counseling skills to be advantageous in working with the students. The
experience that changed the course of my path occurred during one of my substitute
teaching assignments. I was scheduled to substitute teach for a very well-respected fourth
grade teacher who was to go in for routine exploratory surgery the following day. I
covered her class as requested and returned home. Later that day I received a phone call
from the principal who could hardly talk. This 30 year old remarkable teacher that I had
subbed for had succumbed to an injury that had occurred during her exploratory
procedure. I was asked by the principal because of my counseling background to help. I
was faced with the disheartening task of telling 20 fourth graders that their favorite
teacher had died following what was supposed to be a routine, simple procedure. I stayed
on long-term to help her class transition to a new teacher, to help parents deal with the
questions that were being asked by their children, and to help her stunned colleagues with
the various stages of the grieving process. I somehow came to the realization at that point
that my professional goals were shifting and my desire to teach was beginning to emerge.
I was not sure what age or even what subject I was interested in teaching; I just knew that
I wanted to work with students who were high risk for failure for whatever reason. It was
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at that point in time that it hit me that my counseling skills would be a valuable resource
in any profession that I chose to pursue.
I found myself at the Ohio Institute of Photography and Technology teaching
general psychology courses to adult learners seeking degrees in Allied Health, Graphic
Design, and Photography. I absolutely have found my niche in teaching. I love the role I
play in educating our students in spite of the challenges that our student body present to
me on a regular basis. My courses have expanded to now include courses in general
psychology, psychology of human relations, social psychology, communication skills,
and life skills. I helped to design and implement the curriculum for the life skills course
which is titled “Psychology of Life, Work, and School”. I teach the class and it focuses
on goal setting, positive affirmations, time management, study skills, improving memory,
stress management and improved interpersonal skills. I was promoted in January 2002 to
the position of Academic Coordinator/Evening Supervisor which includes as part of the
job description supervising evening instructors and playing a significant role in
curriculum development. My tenure at OIP&T has been a new and exciting learning
experience for me and I have found my counseling skills to be an invaluable resource in
connecting with and mentoring the students towards success. The student population, for
the most part, consists of adults who have not been successful in their past college
experiences and I feel that it is my job to try to encourage a supportive environment and a
more positive learning experience for them at our establishment. Most of the students
present with a low self-esteem and feelings of inadequacy. I am the first teacher that they
come in contact with and I use my course in life skills as a building block to set the
students up for a more successful experience. It is a major feeling of accomplishment
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when I see a student reach graduation and be able to have me call their name and hand
them a degree. These are the same students that, at one time, had been labeled as
“failures” and a waste of our time and energy. I cannot even begin to explain the feeling
of exhilaration. By us believing in them, they were able to come to believe in themselves.
I love the challenge of my job and even though it is highly stressful I am able to stay
focused on the goal of helping students succeed. I am currently focusing on designing
and implementing workshops on teacher sensitivity training because several of the
teachers that I supervise have a difficult time working with students who present
challenges. I would like to try to help them become more sensitive to the issues that our
student population face and to become part of their system of support as opposed to a
system that views them as “failures”.
The strengths that I possess that will help me navigate Walden’s Ph.D. program
include perseverance, commitment, curiosity, good writing skills, organizational and time
management skills, interpersonal skills, and my ability for quick adaptation to change. I
have a tendency to analyze everything and to never accept the answers that I am given as
the “ultimate” truth. I am always searching for and acquiring new learning and in my
pursuit of “answers” I am always turning up more questions to research and explore. I
have a passion for education and a commitment to being a part of social change.
Although I participated in several undergraduate courses that involved research
and took a couple of research driven courses in my master’s program, I still feel that I
would have to list the area of research as a weakness. My master’s program was more
experientially driven than research oriented. In order to strengthen my research skills and
to prepare myself for the dissertation process, I plan on taking courses in both Qualitative
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and Quantitative Analysis at the doctoral level. I also plan on reviewing several researchoriented books. My strengths in the area of research include my left-brained tendency to
analyze, excellent math skills, and a good comprehension of statistics.
Another weakness of mine that will require work is in the arena of public
speaking. I have major communication apprehension when it comes to engaging in public
speaking so I plan on challenging myself to give presentations and to engage in other
forums that involve having to speak publicly. I feel that Walden will be an excellent
resource for me in that area and will provide me with opportunities to present both while
enrolled in the program and following completion of my degree. I recently pushed myself
to take on the role of the guest speaker at a college commencement and actually survived
to tell about the experience.
I have been told by many individuals that I write well and that they enjoy reading
my papers. However, it has been a long time since I have had to write graduate papers. I
plan on participating in the seminars on writing and APA style while here at the Core-13
summer session in order to refresh my memory. With practice and initial feedback from
instructors I do not foresee any difficulty in my ability to produce scholarly writing.
The resources that I have available to me in completing my studies at Walden
include the internet, Walden’s library and writing resources, major university libraries,
OhioLink, and my colleagues who each have their own areas of competence and
expertise. The summer session in Indiana has provided valuable networking with other
students, as well as faculty and staff, who will be a tremendous source of support
throughout the program. The Core-13 has been a wonderful experience for me and I plan
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on attending the Core-20 next summer. I cannot stress enough the value of attending and
actively participating in the summer sessions.
I know that I have the ability to effect change in society through a combination of
my teaching skills, counseling skills, and my ability to experience empathy for
individuals on a deep, honest level. Through the support of Walden I will utilize those
skills in order to give back to the community what the community of Walden has given to
me.
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PART 3: Program of Study
It is obvious that I have a passion for teaching whenever I step into the classroom.
When I leave Walden in three years with my Ph.D. in Academic Psychology, I plan on
continuing my role as a teacher and a mentor. I would like to serve as a chair, dean, or
director in a university setting so that I can give more voice to my ideas for social change.
I plan on being active in research studies that are geared towards improving the chances
for adult students to succeed in venues of higher education as well as those that focus on
reducing homophobia and other types of prejudice and discrimination. My vision is to see
a world where everyone regardless of level of intelligence, physical appearance, race,
gender, or sexual orientation feels accepted and able to view themselves as potential
agents for social change. I may be an idealist but I plan on doing everything I can to
achieve at least a piece of that goal.